From Research to Practice: Informing the Design of Autism Support Smart Technology
Authors
Smart technologies (wearable and mobile devices) show tremendous potential in the detection, diagnosis, and management of Autism Spectrum Disorder (ASD) by enabling continuous real-time data collection, identifying effective treatment strategies, and supporting intervention design and delivery. Though promising, effective utilization of smart technology in aiding ASD is still limited. We propose a set of implications to guide the design of ASD-support technology by analyzing 149 peer-reviewed articles focused on children with autism from ACM Digital Library, IEEE Xplore, and PubMed. Our analysis reveals that technology should facilitate real-time detection and identification of points-of-interest, adapt its behavior driven by the real-time affective state of the user, utilize familiar and unfamiliar features depending on user-context, and aid in revealing even minuscule progress made by children with autism. Our findings indicate that such technology should strive to blend-in with everyday objects. Moreover, gradual exposure and desensitization may facilitate successful adaptation of novel technology.
Research Questions / Practical Problems
Question signals indexed for this paper.
- 83%
WeDA: Designing and Evaluating A Scale-driven Wearable Diagnostic Assessment System for Children with ADHD
CHI '20· Cognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia) +2
- 80%
Guided Play: Digital Sensing and Coaching for Stereotypical Play Behavior in Children with Autism
IUI '19· Cognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia) +1
- 67%
Understanding the Impact of TVIs on Technology Use and Selection by Children with Visual Impairments
CHI '19· Visual Impairment Technologies (Screen Readers, Tactile Graphics, Braille) +2
- 67%
A Place to Play: The (Dis)Abled Embodied Experience for Autistic Children in Online Spaces
CHI '19· Cognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia) +1
- 67%
Co-Design Beyond Words: 'Moments of Interaction' with Minimally-Verbal Children on the Autism Spectrum
CHI '19· Cognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia) +2
- 60%
Teaching Language to Deaf Infants with a Robot and a Virtual Human
CHI '18· Special Education Technology
- 60%
Mazi: Tangible Technologies as a Channel for Collaborative Play
CHI '19· Cognitive Impairment & Neurodiversity (Autism, ADHD, Dyslexia) +1
Based on Jaccard similarity of research subtopics & professions (≥60%)